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    Kostelnik 2011. Cap.3

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    of 29
    Developmentally Appropriate Curriculum Best Practices in Early Childhood Education FIFTH EDITION Marjorie J. Kostelnik University of Nebraska, Lincoln Anne K. Soderman ‘Michigan State University Alice Phipps Whiren ‘Michigan State University PEARSON Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Vice President and Editor in Chief Jeffery W. Johnston Senior Acquisitions Editor: Jule Peters Editorial Assistant Tiffany Bitzel Development Editor: Bryce Bell Vice President, Director of Marketing: Quinn Perkson ‘Marketing Manager: Erica DeLuca, Senior Managing Editor: Pamela D. Bennet Project Manager: Kerry Rubadue Senior Operations Supervisor: Mattheve Ottenweller Operations Specialist: Laura Messerly Senior Art Director: Diane Lorenzo ‘Text Designer: $4Carlisle Publishing Services Cover Designer: Al Mobrman Photo Coordinator: Sandy Schaefer Cover Art: Fotosearch Media Producer: Autuma Benson Media Project Manager: Rebecca Norsic Fall-Service Project Management: 4Carlsle Publishing Services ‘Composition: $4Carlise Publishing Services Printer/Binder: Edwards Brothers Malloy. Cover Printer: Lehigh-Phoenix Color Hagerstown, ‘Text Font: Minion Pro Praxis I” Testis a registered trademark of Educational Testing Service (ETS). This publication is not endorsed or approved by ETS. Every effort has been made to provide accurate and current Internet information inthis book. However the Internet and information, Posted on it are constantly changing, so iti inevitable that some ofthe Internet addresses listed inthis textbook wil change Photo Credits: Krista Greco/Merril, pp. 1, 11, 214; David Kostelnik, pp 2, 41, $1, 110, 205, 24,258, 259 (both), 266, 278, 285, 298,336, 350,373, 384, 396,416,440, 441,442,445, 455, 467, 468, 473, 475 (all), 483; Brian Smith, Photographer, p. 6: Barbera Schwartz/Merrll, Bp. 12,187, 459; Mac H. Brown/ Merrill p. 16; David Mager/Pearson Learning Photo Studio, pp. 22, 27,37, 84, 248; Annie Pickertd ABMerrill pp. 34,448; Photos to Go, pp. 40, 46; Anne Vega/ Merril p. $7; Karen Mancinell/Pearson Learning Photo Studio, p. 70s Anthony Magnacca/Merril, pp. 75,160, 165, 174, 218,319, 48; Dorrey A. Cardinale/Parker Boon Productions/Silvr Burdett Ginn, p. 78: Laura Bolesta/Merrll, pp. 89, 398; BananaStock, p 9; Scott Cunningham/Meril, p. 98, 142, 272,293, 334, 430; Nancy Sheehan Photography. pp. 103, 172,237, 268; . Lindfors/Lindfors Photography, pp. 118, 311, 464; Shutterstock, p. 122; Todd Yarrington/Merril, p. 128, 306; Frank Siteman, p. 141; Keith Weller/USDA Natural Resources Conservation Service, p. 141; Lyssa Towl, pp. 126, 127; Hope Madden/Meril p. 206; Katelyn Metzger/Merril,p. 353; Merril p. 363; Valerie Schultz/ Merril pp. 375, 401; Dan Floss/ Merril, p. 388; Jupiter Unlimited, p, 408; EyeWire Collection/Getty Images-Photodis, p. 414, Copyright © 2011, 2007, 2004, 1999, 1993 Pearson Education, Inc, Upper Saddle River, New Jersey 07458, Al rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the Publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, ‘mechanical, photocopying, recording, or likewise. To obtain permission() to use material from this work, please submit a written ‘equest to Pearson Education, Inc, Permissions Department, 501 Boylston Stret, Suite 900, Boston, MA, 02116, fax: (617) 671-2290, «email: permissionsus@pearson.com. Library of Congress Cataloging-in-Publication Data Kosten, Marjorie J Developmentally appropriate curriculum : best practices in early childhood education / Marjorie J. Kostelnik, ‘Anne K. Soderman, Alice P. Whiren. —5th ed, pen, Includes bibliographical references and index. ISBN 978-0-13-703553-3 1, Early childhood education —United States. 2. Early childhood education —Curricula—United States. 3. Child propriate responses or provide corrective feedback as necessary. This emphasis on working toward in a specific response is a significant distinction between direct-instruction and exploratory or ed, guided-discovery activities. In direct instruction, the adult combines a variety of teaching strate- gies to enable children to be correct most of the time and to lead children through the required steps in such a way that youngsters learn correct responses relatively quickly. Key elements of a typical direct-instruction sequence are outlined in Table 3.2 ‘An example of a complete direct-instruction activity plan is presented in appendix A. ‘AND IMPLEMENTING PLANS ‘Now that you are familiar with the parts of the lesson plan, the concept of alignment, the princi- ples of developmental direction, and the various activity types commonly used in early childhood programs, you are ready to create and carry out your own plans. As you do so, keep the following {guidelines in mind, Choose a curricular domain within which to plan your activity. Practice writing plans in cach ofthe six domains: aesthetic, affective, cognitive, language, physical, and social De not confine your planning to those domains with which you are most comfortable. Select a goal that supports the domain you choose. Refer to thelist of goals presented in part 3 for each curricular domain. Choose one that fits the learning needs of the children for whom you are planning. The most basic goals ar listed first, followed by more advanced goals, Use the initial goals when planning for preschoolers, kindergartners, inexperienced 94 Paer2 Sermcrie Suce For Lean first and second graders, or some children with special needs. Choose goals farther down thelist as children gain experience and demonstrate mastery. 4 Do not write any part of the activity before you choose the goa. Brainstorm activity ideas that could support the goal you selected. Choose one idea to develop into an activity plan, Make sure the activity is appropriate and of potential interest to children. Consider both developmental factors and contextual factors when making a final choice. As time passes, be sure to plan activities that encompass al six activity types described in this chapter. J Do not select activities just because you have a particular prop or saw a great idea in an activity book. Remember to tailor your plans to meet the specific needs of the children with, whom you are working 4 Write your plan, At first, write as much detail as possible. After you gain experience, use a shorter format but still think through your plans, referring to all the parts outlined in this chapter. Use the writing process to help you think comprehensively and creatively about the activities you plan, © Do not assume that you will be able to remember everything without writing it down, i Check each portion of your plan for accuracy, Make sure that the individual segments of the definitions presented in Figure 3.2. These definitions should help ‘you develop appropriate activity names, objectives, materials lists, procedures, simplifica tions, extensions, and evaluation items. Also refer to appendix A for sample plans. 4 Do not suppose that effective planning happens quickly or easily. It will take time to perfect your planning skills. 2 Complete your plan. Include all the elements listed in Figures 3.2 and 3:3 Do not skip or combine parts of the activity plan. © Check that all the elements of your plan are aligned. The activity name, assumptions, content, objectives, procedures, simplifications, extensions, and evaluation should relate to the goal

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